fourth level (senior honours) psychology & behavioural studies courses (degrees of bsc ... ·...

1

FOURTH LEVEL (SENIOR HONOURS) PSYCHOLOGY & BEHAVIOURAL STUDIES

COURSES

(Degrees of BSc and MA) MEMBER OF STAFF IN CHARGE: Dr Cleland and Dr Martin

CONTENTS

General notes for Psychology/Behavioural Studies Senior Honours 2

Senior Honours Timetable 12

Note on the Thesis 13

First Half-Session

Aims and Learning Outcomes together with summaries of options

Senior Honours Psychology A (PS4030) 15

Psychology A for Combined Degree (PS4029) 16

Options:

Applications of Cognitive Neuroscience 17

Visual Awareness 17

Advanced Topics in Language 19

Abnormal Psychology 20

Human Factors 21

Second Half-Session

Aims and Learning Outcomes together with summaries of options

Senior Honours Psychology B (PS4530) 24

Psychology B for Combined Degree (PS4529) 25

Options:

Brain and Body 26

Cultural Evolution 26

Neuroscience of Music 27

Human Neuropsychology 29

Forensic Psychology 30

2

NOTE: In addition to the information provided here, please refer to the separate school

handbook for additional information on university policies. This includes information about

MyAberdeen, feedback on assessments, class representatives, graduate attributes,

co-curriculum, class certificates, plagiarism policies and medical certificates.

AIMS OF THE COURSES

The Senior Honours courses provide further opportunity for individual and independent

study. By selecting courses from a set of options, students are able to pursue particular

interests in depth. In addition to the course work specified below, students are expected

to undertake considerable reading in their chosen areas of study. The overall aims of the

courses are to develop independent learning skills and to facilitate detailed study in

chosen topic areas.

Learning Outcomes are given for each course.

LECTURES

Single Honours Psychology and Behavioural Studies students select three options in

PS4030 and PS4530, Combined Honours Psychology and Combined Honours

Behavioural Studies students select two options in PS4029 and PS4529, in each half-

session from those available:

First half-session

Applications of Cognitive Neuroscience

Visual Awareness

Advanced Topics in Language

Abnormal Psychology

Human Factors

Second half session

Brain and Body

Cultural Evolution

Neuroscience of Music

Human Neuropsychology

Forensic Psychology

Details of the courses are provided in the following pages. Each course consists of either

twelve one-hour lectures or six two-hour lectures.

Note that further details on the University regulations for undergraduate courses can be

obtained on the Registry website:

http://www.abdn.ac.uk/registry/quality/index.shtml.

http://www.abdn.ac.uk/registry/quality/index.shtml

3

CRITICAL REVIEW TUTORIALS

There will be a compulsory tutorial and review course running throughout the year. The

program is a completely separate component of the Psychology and Behavioural Studies

level 4 courses, contributing one unit of assessment in each half session to the final

degree spectrum. The tutorials are not linked to the options that you may select. You will

produce two critical reviews (one in the first half session and one in the second half

session), with two different tutors. The critical reviews are 3000-4000 words in length

(2000-3000 for students taking Combined Honours Psychology courses, PS4029 and

PS4529). Further information about the critical reviews is available in a separate handout.

Tutorials will take place in weeks 3, 5, 7 and 12. Further details regarding the critical

review tutorial timetable and the review titles will be available on MyAberdeen at the start

of term. Two identical word-processed copies of each review should be handed into

the School Office by the deadline. A copy of your review should also be submitted

electronically to Turnitin. Late submission of the paper or electronic copies without an

acceptable reason will be subject to a deduction of one point from the 20-point scale for

each day (or weekend) after the deadline and the tutor may decline to provide written

feedback. There are no extensions on the critical review course. If you submit your

critical review late, you need to submit supporting written medical or good cause

information to explain your late submission and this will be taken into consideration.

An additional compulsory lecture on the critical review course will be scheduled for

the start of the session. You will be told when and where this lecture will take place

at Registration.

4

FINAL EXAMINATIONS:

THE OVERALL GRADE SPECTRUM

For Single Honours Psychology students, eighteen elements of assessment are used

to determine the overall Class of Honours Degree based on the University’s Grade

Spectrum for Honours Classification (see the Table below) but examiners retain the final

discretion in the award of Honours Classes. Eight of these elements are the Level 3

course assessments and ten are the Level 4 assessments made up of the following:

Examinations (6 elements): Each option will be examined by means of one

ninety-minute examination and will contribute one element. Students will be

examined on the three first half-session options in January and the three second

half-session options in May/June.

Tutorial Reviews (2 elements): Each critical review will contribute one element.

Thesis (2 elements): The marks for the poster and the thesis will be combined

(poster 5%, thesis 95%) and the overall mark will count as two elements.

For Single Honours Behavioural Studies students, sixteen elements of assessment

are used to determine the overall Class of Honours Degree based on the University’s

Grade Spectrum for Honours Classification (see the Table below) but examiners retain

the final discretion in the award of Honours Classes. Six of these elements are the Level 3

course assessments and ten are the Level 4 assessments made up of the following:








For Combined Honours Psychology Students (e.g. Psychology with French), sixteen

elements of assessment are used to determine the final Class of Honours Degree based

on the University’s Grade Spectrum for Honours Classification (see the Table below) but

examiners retain the final discretion in the award of Honours Classes. Eight of these

elements are the Level 3 course assessments and eight are the Level 4 assessments

made up of the following:








For Combined Honours Behavioural Studies Students (e.g. Behavioural Studies with

French), fourteen elements of assessment are used to determine the final Class of

Honours Degree based on the University’s Grade Spectrum for Honours Classification

(see the Table below) but examiners retain the final discretion in the award of Honours

5

Classes. Six of these elements are the Level 3 course assessments and eight are the

Level 4 assessments made up of the following:








For Joint Honours students, eight elements of assessment are used to determine the

Psychology component of the overall Class of Honours Degree based on the University’s

Grade Spectrum for Honours Classification (see the Table below) but examiners retain

the final discretion in the award of Honours Classes. Seven of these elements are the

lecture course assessments (including those taken at Level 3 and at Level 4) and one

element comes from the Level 4 Research Project.

6

Honours classification (see http://abdn.ac.uk/registry/quality/appendix7x4.pdf):

Class of Honours Requirements (Numbers are CAS points)

First 18 or better in half the total assessments; and

15 or better in three-quarters of the total assessments;

and

Normally 12 or better in all assessments.

Upper Second 15 or better in half the total assessments; and

12 or better in three-quarters of the total assessments;

and

Normally 9 or better in all assessments.

Lower Second 12 or better in half the total assessments; and

9 or better in three-quarters of the total assessments.

Third 9 or better in three-quarters of the total assessments.

REQUIREMENTS FOR THE AWARD OF AN HONOURS DEGREE

All students who are admitted to an Honours programme, from 2004/05, will be

required to achieve 480 credit points, including at least 180 at levels 3 and 4, of

which at least 90 must be at level 4. This change to the requirements for the award of

an Honours Degree was made by the Senate to ensure that Honours degrees are

awarded in compliance with the Scottish Credit and Qualifications Framework (SCQF).

This is a common national Framework for all awards in Scotland. Further information is

available at www.scqf.org.uk. Accordingly, students failing to meet this credit

requirement will require to make-up any credit shortfall before graduating. General

Regulation 21, as outlined below, sets out the procedures available to enable students to

make up this credit shortfall.

In the case of a candidate who has failed to complete satisfactorily an element of Honours

degree assessment at the time prescribed, then the appropriate procedure from (a) to (e)

below shall apply:

a) If, but only if, the failure is on account of illness or other good cause, the candidate

shall be required to submit themselves for assessment at the next available opportunity,

and shall be permitted to count the result of that assessment towards Honours

classification.

b) If the failure is the result of absence or non-submission for any other cause, the

candidate shall be awarded zero for the assessment concerned and shall be required to

submit themselves for assessment at the next available opportunity, but shall not be

permitted to count the result of that assessment towards Honours classification.

c) For courses at level 4 and above only, if the candidate has completed the assessment

but been awarded a mark on the Common Assessment Scale between 6 and 8 inclusive,

they shall be awarded the same amount of unnamed specific credit, not exceeding 30

credit points in total, at level 1.

d) If the candidate has completed the assessment, but the course is at level 3, or the

course is at level 4 or above and the mark awarded on the Common Assessment Scale is

7

less than 6, the candidate shall be required to submit themselves for assessment at the

next available opportunity, but shall not be permitted to count the result of that

assessment towards Honours classification. Alternatively, for courses at level 4 and above

only, such candidates may elect to attend and submit themselves for assessment in

another course or courses of equivalent credit value, which may be at any level.

e) If any of options (a), (b) or (d) above would normally apply, but medical advice

indicates that it would be unreasonable to require a candidate to appear for assessment

on a subsequent occasion, and if the candidate’s past record provides sufficient evidence

that they would have obtained Honours, the examiners may recommend the award of an

Aegrotat degree, but only after obtaining the consent of the candidate. The award of an

Aegrotat degree will debar candidates from counting towards Honours degree

assessment any result achieved thereafter.

Notes:

(i) For courses at level 4 and above, the timing and format of the assessment required

under any of sub-sections (a), (b) or (d) above shall be determined by the Academic

Standards Committee (Undergraduate) on the recommendation of the Head of the

relevant School.

(ii) The options to achieve or be awarded credit under (b), (c) and (d) above shall not be

available to candidates who have accumulated less than 90 credit points at level 4 or who

have failed to complete satisfactorily the assessment for a course which, on the

recommendation of the Head of the relevant School, has been prescribed by the

Academic Standards Committee (Undergraduate) as compulsory for the award of a

degree with Honours. Such candidates will be able to qualify for a non-Honours degree

only.

Further guidance is also available in the Guidance Note for Students who either Fail,

or who Fail to Attend or Complete, an Element of Prescribed Degree Assessment

which can be accessed at:

http://www.abdn.ac.uk/registry/quality/section7.shtml

The Henry Prize

The Henry Prize is awarded each year to the student gaining the highest marks in the

Final Honours examinations. The Rev James Henry MA, of New Zealand, left money in

his will in 1939 for four prizes, to be awarded to the best student each year in Mental

Science, Logic, Political Economy, and Ethics, these students to be determined by the

Heads of Department of Comparative Psychology, Logic, Political Economy, and Moral

Philosophy, respectively, on the basis of class work, 'and/or such additional test or tests

as they may severally prescribe.'

http://www.abdn.ac.uk/registry/quality/section7.shtml

8

Marking Scale

Unless you are told otherwise (see note below) all work submitted for Level 4 courses will

be marked according to the following criteria.

CAS mark Qualities evident in work

20, 19, 18 First Class

Direct and penetrating in answering the question, drawing on a wide range of relevant

material. Fluent, reasoned and sustained argument, with excellent use of supporting

evidence. Consistently excellent, critical and comprehensive understanding of current

concepts, debates and/or issues that demonstrates a command of subject matter and,

where applicable, alternative philosophical or methodological approaches. Answer

consistently demonstrates critical ability, with clear evidence of insight, perceptiveness

and originality. Extensive, in-depth information base. Impressive knowledge of recent

research papers in academic journals, or equivalent. Large ‘value added’ to material from

lectures and prescribed reading; perhaps some ‘value-added’ to research literature.

17, 16, 15 Upper Second Class (2.1)

Direct in answering the question, drawing on a range of relevant material. Reasoned and

sustained argument, with effective use of supporting evidence. Firm understanding of

current concepts, debates and/or issues. Shows obvious critical ability with some

indications of insight or perceptiveness. Wide and sound information base. Effective use

of relevant literature, including recent research papers in academic journals, or

equivalent. Considerable ‘value added’ to material from lectures and prescribed reading.

14, 13, 12 Lower Second Class (2.2)

Answers the question set, but draws on a limited range of relevant material. Some signs

of ability to develop reasoned and sustained argument, with adequate use of supporting

evidence. Satisfactory understanding of established concepts, but limited awareness of

contemporary debates or limited evidence of critical ability. Adequate information base.

Some use of relevant literature but limited or no awareness of recent research literature.

Little ‘value-added’ to material from lectures and prescribed reading.

11, 10, 9 Third Class

Attempts to answer the question, but may digress at times or shows limited awareness of

the implications of the question. Argument not always fully reasoned or sustained, with

limited use of supporting evidence. Limited understanding of concepts and contemporary

issues. Little or no sign of critical ability. Limited and/or shaky information base. Little

awareness of relevant literature, with no obvious reference to the recent research

literature. No significant ‘value-added to material from lectures and prescribed reading.

Structural weaknesses or poor quality presentation.

8, 7, 6 Marginal Fail

Does not answer the question directly, or does so with weak or simplistic arguments.

Ignorance or misunderstanding of relevant concepts or issues. Poor information base,

perhaps with factual errors. Serious structural weaknesses or serious deficiencies in

presentation.

5, 4, 3, 2 Clear Fail

Answer is largely or wholly inaccurate, irrelevant or incoherent; answer is seriously

incomplete or ignores academic conventions.

9

Note

1) Normally all criteria must be met for a piece of work to be placed in a particular class.

2) Some types of coursework (e.g., dissertations, some presentations or practical

assignments) use different mark criteria. Marking criteria specific to the critical review

course will be available on MyAberdeen.

Progression

In comparison with your work at Level 3, you are now expected to demonstrate:

• A critical understanding of concepts and current issues, to include reference to the

discipline’s history, philosophical/methodological diversity or other professional contexts

• Effective use of recent research literature

I am unhappy with my marks. Can I appeal?

Academic appeals will only be considered on grounds where:

i) it is believed that the University’s procedures were not followed;

or

ii) it is believed that the person or body making the decision did not have the

authority to do so;

or

iii) it is believed that the person or body making the decision did not act impartially;

and

iv) a student considers that they have suffered, or could suffer, material

disadvantage as a result.

Those involved in considering academic appeals will not pursue an appeal that

does nothing more than question the academic judgement exercised. For example,

a student cannot appeal simply because they are unhappy or disagree with a CAS

mark awarded. Academic judgement is a matter solely for the relevant School(s) and the

Examiners.

If you feel that you need more feedback to understand why you were awarded a particular

mark, we encourage you to contact your tutor directly and meet with him/her to discuss

your work. If, following this, you wish to appeal your mark, you should follow the

procedures described above, indicating in writing the grounds on which you are appealing.

10

PLAGIARISM

The University definition of plagiarism is:

"the use, without adequate acknowledgement, of the intellectual work of another

person in work submitted for assessment. A student cannot be found to have

committed plagiarism where it can be shown that the student has taken all

reasonable care to avoid representing the work of others as his or her own."

Any instance of plagiarism in student work will be treated extremely seriously. All essays

and the thesis have to be submitted to TurnitinUK.

TurnitinUK

TurnitinUK is an online service which compares student assignments with online sources

including web pages, databases of reference material, and content previously submitted

by other users across the UK. The software makes no decision as to whether

plagiarism has occurred; it is simply a tool which highlights sections of text that have

been found in other sources thereby helping academic staff decide whether plagiarism has

occurred.

As of Academic Year 2011/12, TurnitinUK will be accessed directly through MyAberdeen.

Advice about avoiding plagiarism, the University’s Definition of Plagiarism, a Checklist for

Students, Referencing and Citing guidance, and instructions for TurnitinUK, can be found

in the following area of the Student Learning Service website

www.abdn.ac.uk/sls/plagiarism/.

http://www.abdn.ac.uk/sls/plagiarism/

11

SCHOOL OF PSYCHOLOGY RESEARCH SEMINARS

The School organises a series of seminars on current research in psychology. Some of

these seminars are given by members of the School staff and describe research projects

being carried out in Aberdeen. Several of the seminars are given by guest speakers from

elsewhere in the UK or abroad. Research findings can take up to two years (and more) to

appear in print in journals or in books. Therefore these seminars provide an opportunity

to hear about the leading edge of many research areas and can provide valuable

background information related to lecture courses, review or thesis topics. Also the

speakers often summarise research in their topic area, highlighting key points which might

otherwise take several hours to glean from background reading or library searches.

Finally, several of the speakers will be people whose work you will have heard about in

lectures or have encountered in reading lists. Following the seminar, students have an

opportunity to ask questions of the speaker, or to discuss aspects of their thesis if it is in a

relevant topic area.

Attendance at these seminars is not a class requirement, but students are strongly

encouraged to attend because a wide knowledge of, and additional reflection on, the

topic area can enhance the quality of an examination answer.

http://www.abdn.ac.uk/psychology/events/seminars.shtml

THE BRITISH PSYCHOLOGICAL SOCIETY (BPS)

The British Psychological Society is the principal organisation representing academic and

professional psychologists in the United Kingdom. It was founded in 1907, received its

Royal Charter in 1965 and now has over 36,000 graduate and student members. Its

organisation reflects the main roles of psychologists in the UK. There are numerous sub-

groups within the Society representing specialised interests: History and Philosophy;

Developmental; Cognitive and so on. Several members of the lecturing staff in the School

serve on the BPS Boards and on Committees of the various subgroups in the Society.

The Society is also represented by groups in the regions. The Scottish Branch of the BPS

has over 700 members and holds regular meetings throughout Scotland. Most of them

are one day Scientific Meetings devoted to a particular theme or topic though there is also

a three day residential Conference once a year. In recent years the BPS Scottish Branch

has organised a one day conference for final students which you might be interested in

attending.

If you are pursuing the Honours course in psychology, you can apply to become a student

subscriber to the BPS. Advantages of membership include:

The monthly magazine 'The Psychologist' containing news of psychology and

psychologists in Britain and short articles on current debates and controversies.

The monthly Appointments Memorandum, the most comprehensive round-up of

job vacancies for psychologists.

Information about the Society's Scientific Meetings at both National and Regional

levels, and use of the Society's London library.

The opportunity to purchase at cheaper rates the scientific journals run by the

Society, including the British Journal of Psychology.

Application forms for membership can be obtained from the School Office (G1).

Their website: http://www.bps.org.uk/

http://www.abdn.ac.uk/psychology/events/seminars.shtml

12

PSYCHOLOGY SENIOR HONOURS TIMETABLE

FIRST HALF-SESSION

App of Cognitive Neuroscience Monday 10-11 King's College G7

Visual Awareness Tuesday 10-11 King's College F8

Advanced Topics in Language Wednesday 10-11 New King’s 1

Abnormal Psychology Thursday 10-12 (wks 1-6)King’s College G7

Human Factors Friday 12-2 (wks 1-6) King’s College G7

SECOND HALF SESSION

Brain and Body Monday 10-12 (wks7-12)St Mary’s 105

Cultural Evolution Tuesday 10-11 King’s Quad G5

Neuroscience of Music Wednesday 10-11 St Mary’s 105

Human Neuropsychology Thursday 10-11 New King’s 1

Forensic Psychology Friday 10-12 (wks 1-6)King’s College F8

Tutorial meetings are held in weeks 3, 5, 7 and 12. Timetable details will be available on

MyAberdeen.

13

THESIS

You must complete a thesis as part of your degree, although the exact nature of your

thesis will depend upon your degree programme.

Single and Combined Psychology Honours students take the PS4019 Psychology

Thesis, worth 30 credit points.

Single and Combined Behavioural Studies students take the PS4034 Library-Based

Thesis, worth 30 credit points.

Psychology Joint Honours students take the PS4507 Research Project joint honours

project, worth 15 credit points.

Behavioural Studies Joint Honours students take the PS4509 Library-based Thesis,

worth 15 credit points.

Further information regarding your thesis is available in the relevant thesis

handbook. It is crucial that you read this carefully. There will be a lecture during the

first few weeks of term to familiarise you with the thesis process (time and place to

be announced at Registration).

14

FIRST HALF-SESSION

15

LEVEL 4 PS 4030 CREDIT POINTS 45

SENIOR HONOURS PSYCHOLOGY A

This course is compulsory for Single Honours Psychology and Behavioural Studies

students

Aims

To understand and critically evaluate three areas of Psychology chosen from the

course options outlined.

To develop skills of critical evaluation of research papers.

Learning Outcomes

By the end of the course the student should be able to:-

Understand and evaluate the key theories and findings of the three chosen areas.

Describe and evaluate techniques and constructs from the three chosen areas.

Critically evaluate recent research papers in Psychology from a broad range of

topics.

Transferable skills

Carrying out this course should result in the acquisition of the following transferable skills:

Ability to evaluate published information in an objective and critical manner.

Ability to express arguments coherently and concisely in writing.

Staff

Dr. Cleland (Year Convenor);

Various course lecturers for the chosen areas

Assessment

Continuous assessment (critical review). (25%).

3 ninety-minute written examinations, one for each chosen option. (75%).

Teaching Methods

Lectures and seminars as arranged; tutorials.

Lecture Syllabus

See details below.

16

LEVEL 4 PS 4029 CREDIT POINTS 30

PSYCHOLOGY A FOR COMBINED DEGREE

Aims

To understand and critically evaluate two areas of Psychology chosen from the



Learning Outcomes


Understand and evaluate the key theories and findings of the two chosen areas.

Describe and evaluate techniques and constructs from the two chosen areas.


topics.

Transferable skills




Staff

Dr. Cleland


Assessment

Continuous assessment (critical review) (33%).

2 ninety-minute written examinations, one for each chosen area (66%).

Teaching Methods


Lecture Syllabus

See details below.

17

COURSE DESRIPTIONS

APPLICATIONS OF COGNITIVE NEUROSCIENCE

Aims

To describe how psychophysiological measures of brain function have been applied in

real-life settings with healthy and clinical populations.

Learning Outcome

Be able to discuss and critically evaluate in 2 examination essays the empirical evidence

and theories concerning use of neuroscientific methods as evidence-based measurement

of brain function and behaviour.

Staff

Dr Philip Benson ([email protected])

Assessment

One ninety minute written examination (100% of assessment).

Teaching Methods

Lectures, multimedia.

Lecture Syllabus

Topics will include:

Diagnostic uses of ERPs and eye movements, their measurement and analysis.

The quest for trait markers of the psychoses and cognitive decline.

Aetiology of schizophrenia and related disorders, and methods of assessment.

Biomarkers for illnesses, problems with diagnostic practice in relation to

phenotypes.

General Reading

Reading sources will be mainly provided in lectures and on MyAberdeen/web pages.

Some relevant background reading includes portions of:

Andreasen, N.C. (2001). Brave New Brain: Conquering Mental Illness in the Era of

the Genome. Oxford: Oxford University Press.

Seligman, M.E.P., Walker, E.F. & Rosenhan, D.L. (2001, 4e) Abnormal Psychology.

London: W.W. Norton & Co.

VISUAL AWARENESS

Aim

To understand and critically evaluate a range of disorders of high level vision and

conscious visual perception.

Learning Outcomes:

Academic Excellence:

18

By the end of the course the student should have a detailed knowledge of the

following:

Neuropsychological disorders following lesions of visual areas.

The contribution of the principal regions of the posterior cerebral cortex and

subcortical structures to the processing of visual information.

The main cortical areas involved in visual awareness.

Critical thinking and effective communications:

The field of rehabilitation of disorders of vision has been controversial for over one

hundred years. Evidence for some of the issues will be provided and students are

encouraged to evaluate the evidence in order to separate facts from fiction.

Learning and personal development:

To be able to evaluate effectively the new research findings publicised in media in

relation to occipital brain injury.

Active citizen:

To understand the ethical issues in relation to

interventions after brain injury in humans

animal models of the effect of brain injury.

Staff

Prof. A. Sahraie ([email protected])

Dr. Jasna Martinovic ([email protected])

Assessment

1 ninety-minute written examination (100%).

Teaching Methods

Lectures and tutorials, written and oral work as arranged.

Lecture Syllabus

Residual visual function in Blindsight and Hemispherectomised subjects

Visual pathways involved in mediating residual vision

Properties of multiple visual areas: evidence from human and non-human primate

studies.

Neuropsychological deficits following lesions of occipital cortex (i.e. akinotopsia

and achromatopsia)

Two streams of visual processing in cerebral cortex and their role in visual

awareness.

Disturbances in spatial awareness (hemi-neglect)

Unconscious processing in visual agnosia and hemi-neglect.

Role of the temporal and parietal lobes in visual awareness

Recommended reading:

L. Weiskrantz (1986) Blindsight: a case study and implication (new paperback edition

published in 1998). Also, Consciousness lost and found: A neuropsychological

exploration (1997). Both from Oxford University Press.

19

A.D. Milner and M.A. Goodale (1995). The visual brain in action. Oxford University

Press

Unilateral neglect: Clinical and experimental studies, Edited by I.H. Robertson and

J.C. Marshall. Lawrence Erlbaum Associates Publishers (1993).

Several articles will be referred to in lectures, many of which can be found in journals in

the QML or Foresterhill library.

More recent developments in areas covered in the lectures can also be found in the latest

editions of the following journals.

Held in the current periodical section of QML:

Nature

Proceedings of the Royal Society Biological Transactions series B

Neuropsychologia

Cortex

Cognitive Neuropsychology

In Foresterhill Library:

Current Opinion in Neurobiology

Brain

Experimental Brain Research

ADVANCED TOPICS IN LANGUAGE

Aims

By the end of the course, students will have a greater understanding of a range of

advanced topics in language research. These include dyslexia, bilingualism, deafness

and sign language, and advanced sentence processing.

Learning Outcomes

- Understand the likely mechanisms underlying dyslexia; in particular the role of

phonological representations

- Understand the way in which language is represented and processed by bilingual

speakers

- Understand the historical issues associated with sign language and Deaf culture.

- To gain an in-depth understanding of psycholinguistic research in to sign language

production and the cognitive similarities and differences between sign and speech

production.

- Understand how eye tracking and computational simulations can inform us of the

mechanisms underlying sentence processing

Staff

Sandie Cleland ([email protected]) – Lectures 1-6 (dyslexia, bilingualism)

Matt Green ([email protected]) – Lectures 7-9 (sentence processing)

mailto:[email protected]


20

Emily Nordmann ([email protected]) – Lectures 10-12 (sign language)

Assessment

1 ninety-minute written examination (100% of assessment).

Teaching Methods

Lectures.

Lecture Syllabus

Lectures 1-6 cover a range of topics, including

o Pattern of impairment in dyslexia

o Role of phonological impairment in dyslexia

o Representation of language in bilingual speakers

- Lectures 7-9

o Sentence processing: theory and data

o Sentence processing: computational models

Lecture 10-12

- The history of sign language

- Sign language and models of language production

- The development of sign language production in children

Recommended Reading

Note: More detailed reading lists will be available in lectures

1. Harley, T. (2008). The Psychology of Language: From Data to Theory. Psychology

Press.

2. Hulme, C., & Snowling, M.J. (2009). Developmental Disorders of Language,

Learning and Cognition. Wiley-Blackwell.

3. Sutton-Spence, R. & Woll, B. (1999). The Linguistics of British Sign Language: An

Introduction. Cambridge University Press.

4. Thompson, R., Emmorey, K., & Gollan, T.H. (2005). "Tip of the fingers“ experiences

by Deaf signers: Insights into the organixation of a sign-based lexicon.

Psychological Science, 16 (11), 856-860.

5. Baus, C., Gutiérrez-Sigut, E., Quer, J., & Carreiras, M. (2008). Lexical access in

Catalan Signed Language (LSC) production. Cognition, 180, 856-865.

ABNORMAL PSYCHOLOGY

Aims: With an emphasis on adult psychopathology, theories of abnormal human

behaviour will be introduced and the empirical evidence in support of these theories

examined. Students will describe and evaluate competing and complementary

approaches to abnormal human behaviour.

Learning Outcomes:


21

Have a contextual understanding of past and present influences on theories of

abnormal behaviour

Have a capacity for attentive exchange, informed argument, and reasoning about

abnormal psychology with peers and professionals

Can effectively communicate theories of abnormal behaviour and has knowledge of

the empirical evidence in support of those theories

Develops an ongoing interest in pursuing further study and/or research in the field

of abnormal psychology

Staff: Dr. Dannette Marie ([email protected])

Teaching Methods: Lectures 6 X 2 hour lectures

Assessment: 1 ninety-minute written examination (100% of assessment).

Lecture Syllabus: The lectures will cover a range of topics including:

Historical conceptions of abnormal behaviour

Conceptualising psychopathology – assessment, classification, treatment

Dimensional models

Theories of gene X environmental interaction

Specific disorders (i.e., mood, anxiety, schizophrenia)

Treatment and therapeutic interventions

Texts

Bennett, P. (2011). Abnormal and clinical psychology. Maidenhead: Open University

Press

Barlow, D.H. & Durand, V.M. (2012). Abnormal psychology: an integrative approach (6th

ed). Wadsworth Cengage Learning

Required and recommended readings

Required reading lists will be provided in lectures. For background reading, students may

want to access some of the following journals:

Archives of General Psychiatry

Clinical Psychology Review

Journal of Abnormal Psychology

HUMAN FACTORS

Aims

‘Human factors refer to environmental, organisational and job factors, and human and

individual characteristics which influence behaviour at work in a way which can affect

health and safety’ (HSE, 1999)

The aim of this course is to introduce students to the subject of human factors and to

consider psychological aspects of this approach to studying human and organizational

performance.


22

Learning outcomes

- To understand the application of psychological theories and models in human

factors science and practice.

- To critically evaluate human factors methods for studying human performance and

equipment design

- To be able to discuss the benefits and limitations of developing a human factors

approach to the measurement and management of human performance and

equipment design, especially in higher risk workplace settings.

Staff

Professor Rhona Flin (Course co-ordinator, [email protected])

Dr Amy Irwin ([email protected])

Assessment

1 ninety-minute written examination (100% of assessment)

Teaching methods

Lectures (6 x 2 hour format) incorporating video examples and case studies.

Lecture Syllabus

Topics will include human error, equipment design and usability, performance shaping

factors (e.g. fatigue), workplace and patient safety, non-technical skills/ Crew Resource

Management, situation awareness and decision making, human factors methods of

assessing human performance and equipment design. Applications in a range of higher

risk work settings, (e.g. industrial, military, and healthcare) will be featured.

Recommended Reading

Wickens, C. Et al (2004) An Introduction to Human Factors Engineering (2nd

ed) Pearson.

Background Reading

Flin, R., O’Connor, P., & Crichton, M. (2008) Safety at the Sharp End: A Guide to Non-

Technical Skills. Ashgate.

Norman, D. (2002) The Design of Everyday Things. Basic Books.

References for specific topics will be given in lectures.

23

SECOND HALF-SESSION

24

LEVEL 4 PS 4530 CREDITS 45

SENIOR HONOURS PSYCHOLOGY B

This course is compulsory for Single Honours Psychology and Behavioural Studies

students

Aims




Learning Outcomes


Understand and evaluate the key theories and findings of the three chosen areas.

Describe and evaluate techniques and constructs from the three chosen areas.


topics.

Transferable skills




Staff

Drs. Cleland & Mearns (Year Convenors);


Assessment

Continuous assessment (critical review). (25%).

3 ninety-minute written examinations, one for each chosen option. (75%).

.

Teaching Methods


Lecture Syllabus

See details below.

25

LEVEL 4 PS 4529 CREDITS 30

PSYCHOLOGY B FOR COMBINED DEGREE

Aims




Learning Outcomes


Understand and evaluate the key theories and findings of the two chosen areas.

Describe and evaluate techniques and constructs from the two chosen areas.


topics.

Transferable skills




Staff

Drs. Cleland & Mearns


Assessment

Continuous assessment (critical review) (33%).

2 ninety-minute written examinations, one for each chosen area (66%).

Teaching Methods


Lecture Syllabus

See details below.

26

BRAIN AND BODY

Aims

How does perception guide action? How do action and the state of the body influence

perception? In this class we will discuss theories of perception that are rooted in its role in

controlling behaviour, and critically evaluate research on this topic, with a specific focus

on perception in the service of the control and perception of our own bodies and actions.

Learning Outcomes

- To understand classic and contemporary theories of perception in the context of

goal-driven behaviour

- To interpret current research from the perspective of these theories

- To critically evaluate research methods and conclusions

- To contrast and integrate results and ideas across subtopics

Staff

Dr. Amelia Hunt ([email protected])

Assessment

1 ninety-minute written examination (100% of assessment).

Teaching Methods

Lectures.

Lecture Syllabus

- Actions in the service of perception (eye movements, haptics)

- Action’s impact on perception: self-monitoring and error correction

- Body schema (phantom limbs, illusory embodiment, alien limbs)

- Perception of body states – e.g. hunger and satiety

Recommended Reading

Lists of specific required readings will be given in lectures. Readings will be mostly

journal articles. Here are two key papers we will discuss. They are a good place to start if

you are looking for background reading:

6. Gibson, J.J. (1958). Visually controlled locomotion and visual orientation in

animals. Reprinted in the British Journal of Psychology, 100, 259-271. (2009).

7. Blakemore, S.J., Wolpert, D.M & Smith, C.D. (2002). Abnormalities in the

awareness of action. Trends in Cognitive Sciences, 6, 247-242.

CULTURAL EVOLUTION

Aims

Information is continuously changing as it passes from person to person. The manner of

this information change can have fundamental consequences for us as individuals and for

society as a whole. Drawing on diverse examples of human culture, this course will

examine the social and cognitive processes that underlie how and why information

changes as it is socially transmitted.

27

PLEASE NOTE: This course will not consist of lectures and will be examined by a

different exam format from other Level 4 options (see below for details).

This course is designed for those who want to further develop:

An openness to work independently and an interest in self-directed study

A capacity for independent, conceptual and creative thinking

An intellectual curiosity and a willingness to question accepted wisdom

A capacity for attentive exchange, informed argument and reasoning

A capacity for problem identification, evidence collection, synthesis and analysis

Learning Outcomes

- To understand the process of biological evolution by means of natural selection

- To demonstrate knowledge of cultural evolution

- To understand the social and cognitive factors that drive cultural evolution

- To critically evaluate research methods and conclusions

- To contrast and integrate results and ideas across subtopics

Staff

Dr Doug Martin ([email protected])

Assessment

1 ninety-minute examination consisting of multiple choice questions (33%) and a written

examination (67%).

Multiple choice questions: The MCQs will assess the breadth of your knowledge of the

required reading from across the entire course.

Written examination: The written examination will assess your ability to combine your

knowledge of the required reading with additional knowledge you have gained from your

independent study. You will be required to answer one essay question from a choice. The

questions will be very broad in nature and will require you to think on your feet to

generate an answer that integrates your knowledge from multiple themes across the

course.

Teaching Methods

There will be a weekly class that will take the form of a reading/discussion group. You will

be given a list of required readings for each of the classes and it is expected that you will

have read these before attending the class. The weekly class will consist of a discussion

of the readings and the opportunity to ask questions. There will be no formal lectures on

this course, no lecture recordings and no powerpoint slide handouts.

Lecture Syllabus & Recommended Reading

Full details of the class themes and required readings will be provided on MyAberdeen

and in the classes. The following book will act as a good primer for the overall course

Mesoudi, A, (2011). Cultural Evolution: How Darwinian theory can explain human culture and synthesize the

social sciences. University of Chicago Press, London.

NEUROSCIENCE OF MUSIC

Aim

To understand and critically evaluate the factors involved in music perception and music

performance from a neuroscientific perspective.

28

Learning Outcomes:

Academic Excellence:

By the end of the course the student should have a detailed knowledge of the

following:

Understanding the basic structure of music as a system that involves sounds

organised into syntactically and semantically complex structures

o The neural substrate of music processing in humans and how it overlaps

with other high-level functions such as language, emotion and memory

o The insights into human perception and performance music research

provides as a highly-skilled sensorimotor behaviour that can be acquired at

different points in life

Critical thinking and effective communications:

Music is a ubiquitous human activity and will provide students with an opportunity

to learn how to communicate neuroscientific findings on a topic that is inherently close to

them. There are also lots of myths about musical ability, e.g. whether it is inherited or

developed through practice. Students will be encouraged to evaluate the neuroscientific

evidence in order to separate facts from fiction.

Learning and personal development:

To be able to evaluate effectively the new research findings publicised in media in

relation to the neural basis of music processing.

Active citizen:

To understand and develop a positive attitude towards people with disorders of

music processing and performance in humans

To understand that through being hardwired in the brain music operates as a tool

for rehabilitation and therapy of psychological and neurological disorders

Staff

Dr Constanze Hesse ([email protected])

Dr Jasna Martinovic ([email protected])

Assessment

1 ninety-minute written examination (100%).

Teaching Methods

Lectures and tutorials, written and oral work as arranged.

Lecture Syllabus

Elements of music and their similarity/difference to elements of language

Philogenetic and ontogenetic development of music

Music perception and its neural basis

Congenital amusia as a disorder of music perception

The role of motor control in music performance



29

Acquisition of music performance skills in terms of hand movement or voice control

and mental practice

Musician’s cramp: the loss of motor control in musicians

The peculiarities of the musicians brain as a window into neural plasticity brought

about by training

Recommended reading:

-Brain and Music, by S Koelsch, Publisher: Wiley-Blackwell

-This Is Your Brain on Music: The Science of a Human Obsession by D Levitin, Publisher:

Plume books

- Music, Motor Control and the Brain by E. Altenmueller, M. Wiesendanger & J.

Kesselring, Publisher: Oxford University Press

Several articles will be referred to in each of the lectures, most of which can be found in

journals in the QML or Foresterhill library.

More recent developments in areas covered in the lectures can also be found in the latest

editions of the following journals.

HUMAN NEUROPSYCHOLOGY

Aims

To introduce students to advanced topics in neuropsychology; both aspects of theory and

method in neuropsychology (cognitive neuropsychology) and applications (clinical

neuropsychology). The emphasis will be on the underlying rationale and methods

employed in research and practice in this area.

Learning Outcomes

To understand the rationale and methods underlying building and testing of theory

in neuropsychology

To understand the rationale and methods underlying the application of

neuropsychology in healthcare

To gain sufficient knowledge to be able to offer critiques of theory, method and

practice in neuropsychology

Staff

Professor John R Crawford (Course co-ordinator & lecturer, [email protected])

Dr Fiona Summers & Dr Maggie Whyte (lecturers)

Teaching methods

Lectures.

Assessment

1 ninety- minute written examination (100% of the assessment)

Lecture Syllabus

Topics will include the logic and method of dissociations; the human executive system; a

general overview of clinical neuropsychology; the rationale of deficit measurement;

neuropsychology of traumatic brain injury; models and methods of neuropsychological

rehabilitation

30

Reading

A full reading list will be provided for each lecture. The following books provide useful

background reading:

Ellis, A. W., & Young, A. W. (1996). Human cognitive neuropsychology: A textbook

with readings. Hove, UK: Psychology Press.

Goldstein, L. H., & McNeil, J. (Eds.). (2004). Clinical neuropsychology: A practical

guide to assessment and management for clinicians. Chichester: Wiley.

Lezak, M. D., Howieson, D. B., Loring, D. W., Hannay, H. J., & Fischer, J. S.

(2004). Neuropsychological Assessment (4th ed.). New York: Oxford University Press.

FORENSIC PSYCHOLOGY

Aims: This course will canvass a range of theoretical and applied issues in forensic and

criminal psychology. Different philosophical traditions will be examined relative to their

contemporary influence on how we think about and empirically investigate criminal

offending and offenders. Typologies of offending will be examined such as juvenile

offenders, violent and sexual offenders, and offenders with mental disorders. Specific

issues such as the social context of criminal offending, profiling, detection and deception,

criminal justice policy, and therapeutic jurisprudence will also be covered.

Learning Outcomes:

Have a contextual understanding of past and present influences on the

contemporary development of forensic and criminal psychology

Have a capacity for attentive exchange, informed argument, and reasoning about

forensic and criminal psychology with peers and professionals

Can effectively communicate theories and models of criminal offending and

offenders and has knowledge of the empirical evidence in support of those theories

Develops an ongoing interest in pursuing further study and/or research in the field

of forensic and criminal psychology ( including police psychology)

Staff: Dr. Dannette Marie ([email protected]) and Dr Lynden Miles

([email protected])

Teaching Methods: Lectures 6 X 2 hour lectures

Assessment: 1 ninety-minute written examination (100% of assessment).

Lecture Syllabus: The lectures will cover a range of topics including:

Theories of criminal offending and typologies of offenders

Deception and detection

Psychopathy and the insanity defence

Judges, juries, and the dynamics of decision making

Risk assessment, dangerousness, and recidivism

Criminal justice ideology, restorative justice, and therapeutic jurisprudence



31

Texts

There is no set text for this course, but students are encouraged to access an introductory

text to provide baseline information on the topic such as:

Howitt, D. (2012). Introduction to forensic and criminal psychology. Pearson: Harlow,

England.

Required and recommended readings

Required reading lists will be provided in lectures. For background reading, students may

want to access some of the following journals (a far from exhaustive list):

Aggression and Violent Behavior

British Journal of Criminology

Criminology

Journal of Interpersonal Violence

Legal and Criminological Psychology

Law and Human Behaviour

Psychiatry, Psychology & Law

Psychology, Crime & Law

Theoretical Criminology

fourth level (senior honours) psychology & behavioural studies courses (degrees of bsc ... ·...

Documents